My doctorate research investigated the benefits of employing strategies from Dramatherapy supervision with newly qualified teachers as a method of augmenting self-efficacy and coping strategies in their new role. This research was conducted in response to the increasing teacher attrition rates.

The motivation that led to this inquiry emerged, initially, as a result of my own experiences whilst working as a secondary school teacher. It was prompted by the challenges that both I and notably, newly qualified teachers, faced regarding poor student behaviour and an ever-increasing workload, in what was evolving into a highly target-driven school environment.  Both myself and other staff, NQTs in particular, were considering leaving the profession altogether. The reasons for this included low self-efficacy and difficulty in coping with the occupational stress, which was exacerbated by a system that was undergoing continuous educational reform in the initial administration years of the Coalition Government in 2010. Consequently, my research study set out to explore if strategies from Dramatherapy supervision could augment NQTs’ self-efficacy and coping strategies through a deeper understanding and exploration of the social and emotional aspects of teaching and learning.

One of the key findings that this study revealed was the importance of relationships and self-care. It was the teachers’ relationships both with themselves and others, that determined their sense of efficacy. The very nature of education relies on relationships, not just in the dissemination of knowledge, but in the social and emotional well-being of staff and students within school communities.

Teacher feedback ‘Think what was useful and what was particularly highlighted to me was the parallels between the structures in the school or what is happening with the teachers or with us the NQTs.’

‘‘There was one session, the juggling balls was a good metaphor for what we do. Having to do so many things and like get things done to a good standard. Then dropping one of the balls, what was the effect? Does the world stop because I have dropped a ball? Well start again. I thought that was good and it did make a difference because it made me realise that you just continue.’

‘It was very helpful to evaluate my progress in an unusual but thought-provoking manner. The use of props enabled me to reflect on my practice in an implicit way, I was not overtly discussing the classes but the prop selection and placement helped me consider/realise how I felt about the success I was having with different classes. It also opened up discussion in a non-obtrusive environment allowing all the people involved to share their experiences: successes and failures.’

Publication: Mullen-Williams, J., 2016. Translating the cultural subtext in Dokter, D. and De Zárate, M.H. eds., 2016. Intercultural arts therapies research: Issues and methodologies. Routledge.

PhD Thesis https://arro.anglia.ac.uk/id/eprint/703778/

Strategies from Dramatherapy Supervision to augment Newly Qualified Secondary School Teachers’ sense of self efficacy and coping strategies in their new role

Here is a recent podcast I did about this work